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Using a Coordinate Grid

Printable view

Summary

The student will manipulate ordered pairs in the first quadrant of a coordinate plane.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

The student will manipulate ordered pairs in the first quadrant of a coordinate plane.

Major Subject Area Connections

  • Math

Minor/supporting Subject Area Connections

  • Art
  • Language Arts

Grades

  • Fourth grade
  • Fifth grade
  • Sixth grade

Class Time

Sessions: Two
Session Length: 45-60 minutes
Total Length: 91-120 minutes

Groupings

  • Whole group
  • Small groups
  • Pairs
  • Individual work

Terms and Concepts

  • Coordinate grid
  • Coordinate plane
  • Ordered pairs
  • Horizontal
  • Vertical

Materials

  • “Coordinate Grid” worksheet (page 20), one per student
  • Paper
  • Pencil
  • “Enlarge a Quarter” worksheet (page 21), one per student
  • One picture of a quarter, enlarged (see “Reproducible Coin Sheets,” pages 31 and 32)
  • Markers or crayons
  • Rulers

Preparations

  • Make copies of the following:
    • “Coordinate Grid” worksheet (page 20)
    • “Enlarge a Quarter” worksheet (page 21).
  • Enlarge a picture of a quarter for display.
  • Using a ruler, draw a grid over the quarter with a black marker.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/354-359.pdf.

  1. Put list of terms on the board and review definitions.
  2. Demonstrate that finding an ordered pair on a grid (5,4) would be 5 over to the right (horizontally) and 4 up (vertically). Pass out the “Coordinate Grid” worksheet (page 20) and ask students to complete it.
  3. Display the enlarged picture of the quarter with the grid. Demonstrate how to enlarge the picture on the board as follows: Measure the distance between grid lines, Multiply the distance between grid lines by three, and draw a larger grid on the board, transfer the image from the paper to the board by drawing the contents of each grid block in the appropriate box on the board.
  4. Distribute the “Enlarge a Quarter” worksheet (page 21). Have students use a pencil and a ruler to draw in grid lines (to make a grid five boxes across, and five boxes down, gridlines should be three centimeters apart). NOTE: For younger students, you may wish to draw in gridlines before copying sheets.
  5. Students will enlarge the picture, using the grid as a guide.
  6. Students can erase the grid lines, and then color in their picture.  These pictures can be displayed in the classroom.

Enrichments/Extensions

  • Students can create a picture (e.g., a tree, a star) or design made up of points plotted on a grid, and determine the ordered pair for each point. The student can then read the ordered pairs to a partner, who will plot them on a grid, connecting the dots to achieve the same picture.
  • Students can create their own coordinate grid puzzle, like that on page 20. Students can write a question referring to some aspect of the lesson, and then “hide” the answer in a grid. By assigning a letter to various points in the grid, and then listing the ordered pairs in the correct order, students will make a puzzle for a partner to decipher.

Use the worksheets and class participation to assess whether the students have met the lesson objectives.

Discipline: Math
Domain: 5.G Geometry
Grade(s): Grade 5
Cluster: Graph points on the coordinate plane to solve real-world and mathematical problems
Standards:

  • 5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates.
    • Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
  • 5.G.2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. 

Discipline: Mathematics
Domain: 3-5 Data Analysis and Probability
Cluster: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.
Grade(s): Grades 3–5
Standards:

In grades 3–5 all students should

  • design investigations to address a question and consider how data-collection methods affect the nature of the data set;
  • collect data using observations, surveys, and experiments;
  • represent data using tables and graphs such as line plots, bar graphs, and line graphs; and
  • recognize the differences in representing categorical and numerical data.

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